The importance of higher education for a sustainable transformation is widely acknowledged. However, literature mostly identifies students—the largest status group at universities—as addressees of education for sustainable development. In this study, we want to broaden the discussed role of students for a sustainable transformation of higher education by conducting an analysis of two peer-to-peer and project-based seminars. The seminars took place at Humboldt-University in Berlin, Germany and were held in 2022 and 2023. Both seminars are conducted and lead by students and invited members of the universities administrative staff and other students to engage around projects on sustainability. With that, those seminars open communicative arenas for different institutional groups. The study was conducted using a mixed-methods approach that includes a quantitative online survey (n = 53) as well as four online focus-groups discussions with 15 participating students and seven semi-structured interviews with the involved administrative staff (all data was gathered in 2023). We explore how such a format cannot only question currently predominant ways of teaching but also create helpful or even necessary conditions for institutional change at higher education institutions.